Standards Self-Assessment

This foreign language teacher self-assessment is a tool to encourage reflection on the use of the National Standards for Foreign Language Learning in teaching and learning. Print these pages for your use and feel free to share with colleagues.

Mark each item according to the following scale:

4 – I always do this
3 – I do this frequently
2 – I do this on occasion
1 – I rarely do this

COMMUNICATION— Do I…
_____ 1. use the language for real communication in my personal life?
_____ 2. model interpersonal, interpretive, and presentational uses of language?
_____ 3. use the language consistently with students, tailoring my language to their level?
_____ 4. offer students regular opportunities for meaningful, interpersonal use of language?
_____ 5. offer students regular opportunities for meaningful pleasure and informational reading in the foreign language?
_____ 6. offer students regular opportunities to listen to the language both for pleasure and to gain new information?
_____ 7. offer students regular opportunities to present their ideas orally?
_____ 8. offer students regular opportunities to present their ideas in writing?
_____ 9. teach students how to use effective communication strategies?
_____ 10. present my students with materials from a variety of sources?

CULTURE— Do I…
_____ 1. model acceptance of, and interest in, cultures that are different from my own?
_____ 2. actively seek out opportunities to participate in cultural enrichment activities both at home and abroad?
_____ 3. seek out materials and build a developing collection of authentic resources?
_____ 4. relate daily lessons to an authentic cultural context?
_____ 5. actively develop students’ knowledge of culturally-appropriate practices?
_____6. integrate a variety of culturally-authentic products (materials and artifacts) into each day’s lesson?
_____ 7. help students to understand the culture’s unique perspectives (values, points of view, and beliefs)?
_____ 8. focus on the wide variety of countries in which the language is used?
_____ 9. help students understand the variability among cultures and within a single culture so that students understand for whom the products, practices, and perspectives are true?
_____ 10. develop and nurture relationships with colleagues that permit a sustained exchange of cultural materials and knowledge?

CONNECTIONS — Do I…
_____ 1. use the foreign language to learn about new areas of personal interest?
_____ 2. use technologies (e.g. International Channel, foreign TV, foreign news sites on the web) and print sources (e.g. magazines, and newspapers) to keep in touch with foreign viewpoints?
_____ 3. integrate materials from non-textbook sources to expose students to alternative points of view?
_____ 4. expand the range of topics and activities beyond traditional grammatical rules, vocabulary, and “survival” situations?
_____ 5. feel comfortable “taking time out from the curriculum” to allow students to explore a hobby, activity, or topic of personal interest in the foreign language?
_____ 6. focus each lesson on interesting culture, content, or activities that add to students’ background knowledge and “imagined” life-experience?
_____ 7. use the Internet or other technologies for instructional purposes?
_____ 8. have students use the Internet or other technologies for research and presentations?
_____ 9. collaborate on a joint project with colleagues in another academic department?
_____ 10. feel comfortable teaching or reinforcing content from “another subject area” ?

COMPARISONS— Do I…
_____ 1. understand the syntactical similarities and differences between English and the language I teach?
_____ 2. provide opportunities for students to enhance their literacy skills, such as recognizing cognates and idiomatic expressions and understanding how language is assembled to create meaning?
_____ 3. teach grammar inductively (examples ‡ rules), if explicitly taught?
_____ 4. help students understand how cultural perspective can be reflected in the language?
_____ 5. teach students to observe, analyze, and compare vocabulary, idiomatic expressions, and language structures?
_____ 6. help students recognize a cultural product and identify a comparable item in their own culture?
_____ 7. offer students opportunities to compare products and perspectives from different cultures?
_____ 8. show students how to use a product, carry out an activity, or appropriately execute a series of actions and compare it to similar activities or procedures in their own culture?
_____ 9. compare the value of the product, activity, or pattern of behavior in the culture being studied and in their own culture?
_____ 10. help students understand that cultures fulfill the same fundamental human needs in different, but equally appropriate, ways?
COMMUNITY — Do I…
_____ 1. plan daily activities which allow students to exchange opinions, ideas, and new information with each other in meaningful and realistic ways?
_____ 2. plan activities that connect students with others who learn or use the language outside of school?
_____ 3. make the most of native speakers and the real and living presence of the language and culture in the communities in which we live?
_____ 4. know of volunteer service learning opportunities for language speakers in my community?
_____ 5. stress the importance of foreign languages in the global community, marketplace, and work place?
_____ 6. allow students access to age-appropriate materials in the foreign language?
_____ 7. integrate students’ personal areas of interest into the curriculum and encourage them to pursue their interests in the foreign language?
_____ 8. ask students to document their contact with, or use of, the foreign language outside of my classroom?
_____ 9. plan lessons so that all students can experience success and develop increasing confidence, proficiency, and self-esteem?
_____ 10. take pride in, and get satisfaction from, watching my students learn and grow and enjoy my content area, my students, and my position as a foreign language teacher?

Scoring guide: Count how many marks you gave yourself across all categories:
4 __________ 3 __________ 2 __________ 1 __________

If you gave yourself primarily 3s and 4s, you are most likely incorporating the National Standards into your classroom practice. Can you explicitly explain how if someone were to ask? Did you check some 2s? That is normal – could you incorporate those items more regularly into your instructional practice? What do you have to do in order for that to happen? Any 1s? 1s may indicate areas that need improvement – perhaps you can target these areas as part of your personal professional development plan.